The Implementation of Assistive Technology with a Deaf Student with Autism
Abstract
This research examined the use of assistive technology (AT) in the classroom with a deaf autistic student, and explored how the technology could support the student in acquiring sign language. It also enhanced the impact of AT on the learning progress of the student. Semi-structured interviews were conducted with one interpreter and one teacher, with the responses transcribed and coded. The use of AT in the classroom was also observed. The data analysis yielded four primary categories: teacher and interpreter use of AT and overall benefit, barriers to accessing AT, AT use for academic support, and misunderstandings about deafness and autism. The most common forms of AT used with this deaf autistic student were laptops and iPads. The results indicated that AT had an overwhelmingly positive impact on the learning and behavior of students. The school system presented the main challenge as it did not help the participants to easily access AT. There are common misunderstandings about whether sign language can be taught to deaf autistic children; however, this study’s participants believed that a deaf autistic student could learn and understand the meaning of sign language. Teachers need to integrate AT into their classrooms since AT influences communication development for deaf autistic students and aids their learning progress.
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